The Perceptions of Middle School Teachers of English on the Learning Outcomes Framework and Continuous Assessment
DOI:
https://doi.org/10.62695/HJBM3765Keywords:
Learning Outcomes Framework, Learning Outcomes, Formative Assessment, Continuous Assessment, PhenomenologyAbstract
This research paper investigates how teachers of English teaching in state middle schools around Malta perceive the Learning Outcomes Framework and the introduction of Continuous Assessment. This study identifies the teachers’ opinions on these phenomena and their implications on teaching and learning. Data was collected through qualitative online questionnaires and a semi-structured interview with an Education Officer (EO). This research identified that teachers are aware of the advantages of the Learning Outcomes Framework and Continuous Assessment on learning; however, they also acknowledge the added workload and extra preparation they entail. The data analysis revealed that teachers are familiar with what Continuous Assessment and Formative Assessment imply, yet have difficulty with defining differences. In conclusion, both the number of Learning Outcomes and the teachers’ workload must be reduced.
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